EdcampMN is professional development FOR teachers, BY teachers. Experience professional learning that’s active, flexible, democratic, participant-driven…and FUN!
Earlier this month I had the great pleasure of hosting #edcampmn Minnesota at Hamline University. I felt the day went very well. People were engaged and eager to participate. In fact, we had a total of 41 session proposals for people to vote on. Unfortunately, we only had room for fourteen of them. Also, unfortunately, my hosting duties kept me from attending all the sessions I wanted to go to.
One session I wish I had been able to attend at but couldn't was, "Overcoming attitudinal, organizational, and knowledge barriers." Unfortunately it is also one session that doesn't have any notes. I hear this topic come up a lot when I attend conferences, read blogs, read my Twitter stream, listen to educational podcasts, etc. but something always seems missing. It seems there is great momentum to change education and these barriers are easily defined. In fact, it seems like when this topic comes up, 95% of what gets discussed involves identifying the barriers. But, what is less clear is what they are barriers to. I am really curious how people in my PLN and readers of this blog define this. What do you see as the end goal? When we talk about barriers to change, what are they barriers to?
